METHODS OF FOREST POLICY. 239 



separate special academies or forestry schools, or 

 whether these should be connected with universi- 

 ties. There are advantages and disadvantages in 

 either arrangement ; but the better facilities which 

 can be had at a university, with its concentrated 

 intellectual and laboratory apparatus, give the 

 preference to the latter. 



In the United States propagandists have been 

 loud in advocating the introduction of the subject 

 into the primary public schools. While it is de- 

 sirable that our young citizens should become 

 acquainted in a general way with all the varied in- 

 terests of the world, and should have some general 

 intelligence regarding them, such as well-educated 

 teachers can impart incidentally in reading lessons 

 and otherwise, it would, indeed, be mistaking the 

 object of primary education to introduce any 

 special systematic teaching of professions or prac- 

 tical arts. Expediency, if not principle, forbids it, 

 for with equal rights every other branch of eco- 

 nomics and every professional art might claim 

 recognition. 



Besides the establishment of schools, there are 

 other means open for the state to exercise its edu- 

 cational functions. The endowment of scholar- 

 ships, especially travelling scholarships, has been 

 of greatest value in increasing capacity and intel- 

 ligence for promoting communal interests. As 

 long as the practice of forestry does not exist, or 

 is poorly developed in the United States, it is 



